One of the ways which learners can feel comfortable is when they know what behaviour is expected from them and what behaviour can be expected from the programme leader. Setting Ground Rules From The Beginning When ground rules are not established from the beginning of the programme of learning, the course leader runs the risk of not creating the right learning environment. Therefore it can result in fewer / lower academic achievements due to some course participants feeling uncomfortable with the poor behaviour of others. Examples of poor behaviour may include offending others, disruptive behaviour, bullying and harassment and showing no regard to equality legislation. Ground rules must be set right at the beginning of the course to reduce the likelihood of any of the problems above.
Analyse different ways in which you would establish ground rules with learners, which underpin behavior and respect others. Ground rules are set of rules which are set to govern the interactions and expected behaviors of learners in order to promote an effective learning environment. The different ways to establish ground rule are:- • Tutor setting ground rules where learners are given a list of set rules which are not discussed but they are to be adhered to. This approach is restrictive and tutor runs the risk of having to constantly spend time reinforcing them. • Learners setting ground rules which are less restrictive, more inclusive and more likely to be successful as it allow learners to take ownership and they are more likely to keep them.
This is different from selection – though information gained through the selection process should be useful during the assessment. ●Initial assessment is a process, not a single event and uses a range of methods which help prospective employers and providers to find out about learners. This process helps learners to find out about themselves and their programme (what they will learn, and how). The outcomes of initial assessment help to inform the individual learning plan (ILP). In fact, it would be difficult to supply all the information needed for an ILP without carrying out a thorough initial assessment.
To analyse the different ways in which ground rules can be established with learners to support behaviour and respect it will be necessary to identify some of the different methods available to teachers. The benefits or otherwise of these methods will be examined to assess their value and suitability to what they seek to achieve. Throughout education, business, life and sport, ground rules are used primarily as a means of managing any given group but also as a means of creating a safe environment and giving the participants responsibility. Within the learning environment there are a number of ways in which to establish those ground rules. No one method will be suitable for all learners and all situations and the person responsible for the students learning must be prepared to be adaptable and use different methods in order to establish appropriate behaviour and an all inclusive environment in which to learn.
They will give learners a firm boundary to work within, help them understand their roles and responsibilities both as a group and themselves. They are a set of rules that can be referred to should any bad feelings or disagreements arise. They are a medium in which to encourage team work in the desire to reach a common goal. 2. Explain how you would establish (set up?/negotiate) ground rules with your learners: To establish a set of ground rules I would open up a discussion with the learners encouraging them to think how ground rules can be a positive thing.
Some teachers like to keep the ground rules on display throughout the course to remind learners of behaviour expectations; this is personal choice and may be considered as demeaning by some learner groups. Some ground rules cannot be negotiated and if learners do not suggest them, it is the responsibility of the teacher to make sure they are
The following paragraphs will give insight into respect within both fashions and show how they are complementary. First, the qualitative manner is exhibited by the teacher through communications with other faculty, adults, and students. The respect shown to others and given individually to each student will help to instill a disciplinary foundation. The students will build a level of understanding of what visual, auditory or physical cues are appropriate. Continuous positive reinforcement is central to promoting desired behaviors.
The assessment process should focus on improving and reinforcing learning as well as measuring achievement. The process will help the learner see how well they are doing and what they need to do to improve Assessments should be carried out on a regular basis, which will provide an opportunity to feedback to the learner The assessment process is a systematic process where an assessment cycle will be followed until the learning has been completed. During the cycle, assessors should ensure the standardisation of assessments, which in turn, will ensure consistency, fairness and ensure the requirements of assessments are interpreted in the same way by all assessors. This can be done by standardisation meetings. The Assessment cycle: Initial Assessment: The initial assessment process allows the assessor to determine whether the learner has any previous knowledge and experience.
Also it is important to be realistic with Learners and accept that at times, mistakes can be made, and that the important matter is that this is accepted, managed and that all parties are able to move on to a more positive footing. Assessment Our responsibilities are: • To be fair and consistent • To assess promptly, within the agreed timescales • To be honest • To be innovative and give a balanced view Boundaries with assessment Boundaries with assessment are that not all Learners will fit into the boxes we need to adhere to, set by differing Examining bodies. It is also fair to state that assessment is only an individual’s perception of a performance and when one Learner meets the standard for one Assessor, they may not do so for another Assessor. Evaluation Our responsibilities are: • To evaluate honestly • To seek constructive feedback • To speak and gain guidance from peers If helpful • To consider exam results and tutorial feedback and incorporate into evaluation • To consider external assessment and Ofsted and incorporate feedback into evaluation and amendment of future
Summative assessments are also necessary to give feedback to the student if the feedback offered is adequate this can be also classed as formative assessment. Oral and written assessments will assess whether the learner can apply the knowledge taught within the lesson. The methods of assessment are observation, testing and questioning all assessment methods should maintain within the SMART targets. This means that they should be specific, measurable, achievable, and measurable and time bound. The summative assessment methods are generally used for credited learners which are defined by awarding bodies such as WJEC for example.